Category: Physiology

Overview

Graphing data is a critical skill in behavior analysis. For this assignment, you will use the Graphing Data Excel template (provided by your instructor) to make a line graph using hypothetical data provided by your instructor.

Instructions

Use the Graphing Data Excel template provided by your instructor to complete this assignment. Be sure to include the following on your line graph:

Note: Make sure your graph is in black.

• Chart title.
• Data lines with data markers.
• Label x-axis.
• Label y-axis.
• Plot data points correctly.
• Learner name in lower right-hand corner.

Be sure to complete the self-assessment grading rubric included in the template.

please strictly follow the instructions in the file,

do not use AI , an have to be an academic language and follw theinstructions please

You work for a pharmaceutical company where you are assigned the task of creating new drug therapies to treat thyroid disorders such as hyperthyroidism (high levels of T3 and T4) and hypothyroidism (low levels of T3 and T4). Your team has designed a few drugs, and your job is to identify which drug(s) would be successful in treating thyroid disorders based on your knowledge of thyroid hormone synthesis. Below is the list of drugs your team designed. (All of these are hypothetical drugs.) Peroxidine inhibits thyroid peroxidase from functioning. Cimigine inhibits potassium/iodine cotransporter. Iodimine inhibits iodinase from functioning. Aldosine inhibits production of angiotensinogen from the liver. Aldoramine inhibits sodium/iodine cotransporter. Thyromine stimulates thyroglobulin production. For this week’s discussion: Describe in detail the steps involved in the synthesis of thyroid hormones (T3 and T4). Explain the hypothalamus-pituitary-thyroid (HPT) axis in relation to thyroid hormone release. Which hypothetical drugs would treat thyroid disease (hyper and hypothyroid) and explain the reasoning behind it. use this book and other sources: Human Physiology: An Integrated Approach with Mastering A&P Author: Silverthorn, D. Publisher: Pearson Edition: 8th

Reflection 2Discussion group

Think of this discussion context as if you were prompted in an in-person class to “turn to your peer” and share something about yourself in relation to the content. For this discussion, you will be grouped with peers randomly selected from the full class.

Reflection prompt 2

For your initial post in this discussion board, share:

• The infant toy market is massive, but do popular toys appropriately capitalize on the developing sensory and motor abilities of the infant? Use what you learned about infant sensory and/or motor abilities to select one toy marketed for an infant (ages 0 to 2 years) and explain why you think this toy is (or is not) appropriate for an infant. Include a link to the toy and a clear description of the toy so that your peer can also give input on what you found and what you think regarding if it is (or is not) appropriate for fostering sensory and motor development in infancy.

In your response to your classmate:

• Be sure to read and respond to at least ONE of your classmates’ entries. Start by viewing the toy selection available at the link they provided in their post. Then, give feedback on their selection: given what you know about the sensory and motor abilities of infants, would infants find this particular toy attractive and useful? For example, you might pick one additional sensory and/or motor ability that this toy also targets that your peer did not mention. Or, if the toy does not seem appropriate for infants given their developmental abilities, what modifications would you suggest to the toy to make it more appropriate?

Reflection 2Discussion group

Think of this discussion context as if you were prompted in an in-person class to “turn to your peer” and share something about yourself in relation to the content. For this discussion, you will be grouped with peers randomly selected from the full class.

Reflection prompt 2

For your initial post in this discussion board, share:

• The infant toy market is massive, but do popular toys appropriately capitalize on the developing sensory and motor abilities of the infant? Use what you learned about infant sensory and/or motor abilities to select one toy marketed for an infant (ages 0 to 2 years) and explain why you think this toy is (or is not) appropriate for an infant. Include a link to the toy and a clear description of the toy so that your peer can also give input on what you found and what you think regarding if it is (or is not) appropriate for fostering sensory and motor development in infancy.

In your response to your classmate:

• Be sure to read and respond to at least ONE of your classmates’ entries. Start by viewing the toy selection available at the link they provided in their post. Then, give feedback on their selection: given what you know about the sensory and motor abilities of infants, would infants find this particular toy attractive and useful? For example, you might pick one additional sensory and/or motor ability that this toy also targets that your peer did not mention. Or, if the toy does not seem appropriate for infants given their developmental abilities, what modifications would you suggest to the toy to make it more appropriate?

You work for a pharmaceutical company where you are assigned the task of creating new drug therapies to treat thyroid disorders such as hyperthyroidism (high levels of T3 and T4) and hypothyroidism (low levels of T3 and T4). Your team has designed a few drugs, and your job is to identify which drug(s) would be successful in treating thyroid disorders based on your knowledge of thyroid hormone synthesis. Below is the list of drugs your team designed. (All of these are hypothetical drugs.)

• Peroxidine inhibits thyroid peroxidase from functioning.
• Cimigine inhibits potassium/iodine cotransporter.
• Iodimine inhibits iodinase from functioning.
• Aldosine inhibits production of angiotensinogen from the liver.
• Aldoramine inhibits sodium/iodine cotransporter.
• Thyromine stimulates thyroglobulin production.

For this week’s discussion:

1. Describe in detail the steps involved in the synthesis of thyroid hormones (T3 and T4).
2. Explain the hypothalamus-pituitary-thyroid (HPT) axis in relation to thyroid hormone release.
3. Which hypothetical drugs would treat thyroid disease (hyper and hypothyroid) and explain the reasoning behind it.

Even as an adult, you are still learning words. And you still use many of the same strategies to learn words that young children use! To see how you do these, get a highly technical text on an unfamiliar topic ideally one with pictures. Depending on your major, you might try a medical text, an engineering text, or even a cookbook! Read through a few pages and identify 10 words that you dont know. See how much you can figure out about those words using strategies discussed in Chapter 5 of your textbook, including the apparent intentions of the texts author, the syntactic sentence frames the words are used in, surrounding pictures, and contrasting elements. Link the strategies you are using to figure out the words meanings to those described in the book. When youre done, look up the meanings of the words in a dictionary and see how well you did. Create a PowerPoint of the the ten words you did not know, the strategies you used to help you figure out the meaning of the words, and a discussion of whether or not these strategies helped you accurately figure out the meaning of the words. Finally, choose any theory of language development discussed in Units 1-4 and apply the theory to explain why you were successful or unsuccessful in determining the meaning of some or all of the 10 words you chose.

• Babbling DriftVegetative SoundsDistinctive FeaturePhones CooingProtowordsPhonemes Vocal PlayPhonological IdiomsAllophonesExpansion StagePhonological ProcessesPhonotactic KnowledgeCanonical FormsMarginal BabblingVoicingCanonicalArticulatory ComplexityArticulatory PhoneticsReduplicatedFunctional LoadBabblingPhonological AwarenessPlace of ArticulationPhonetic FeaturesNonreduplicated Variegated, BabblingConnectionist ModelsManner of ArticulationFricativesStopsProsodyJargonMental LexiconWord Spurt WordWhole-Object AssumptionReferential Language StyleMutual-exclusivity AssumptionReferenceExpressive Language StylePragmatic PrinciplesContext-bound Word Use Phonological MemoryPrinciple of ConventionalityReferential Words Speech Segmentation Principle of ContrastNominalsIndeterminancy of Word Meaning Syntactic Bootstrapping HypothesisNatural Partitions HypothesisMapping ProblemWord ExtensionRelational Relativity HypothesisFast Mapping Taxonomic AssumptionsLexical PrinciplesUnderextensionsSemantic OrganizationLexical OrganizationsLexical ConstraintsOverextensions

Even as an adult, you are still learning words. And you still use many of the same strategies to learn words that young children use! To see how you do these, get a highly technical text on an unfamiliar topic ideally one with pictures. Depending on your major, you might try a medical text, an engineering text, or even a cookbook! Read through a few pages and identify 10 words that you dont know. See how much you can figure out about those words using strategies discussed in Chapter 5 of your textbook, including the apparent intentions of the texts author, the syntactic sentence frames the words are used in, surrounding pictures, and contrasting elements. Link the strategies you are using to figure out the words meanings to those described in the book. When youre done, look up the meanings of the words in a dictionary and see how well you did. Create a PowerPoint of the the ten words you did not know, the strategies you used to help you figure out the meaning of the words, and a discussion of whether or not these strategies helped you accurately figure out the meaning of the words. Finally, choose any theory of language development discussed in Units 1-4 and apply the theory to explain why you were successful or unsuccessful in determining the meaning of some or all of the 10 words you chose.

• Babbling DriftVegetative SoundsDistinctive FeaturePhones CooingProtowordsPhonemes Vocal PlayPhonological IdiomsAllophonesExpansion StagePhonological ProcessesPhonotactic KnowledgeCanonical FormsMarginal BabblingVoicingCanonicalArticulatory ComplexityArticulatory PhoneticsReduplicatedFunctional LoadBabblingPhonological AwarenessPlace of ArticulationPhonetic FeaturesNonreduplicated Variegated, BabblingConnectionist ModelsManner of ArticulationFricativesStopsProsodyJargonMental LexiconWord Spurt WordWhole-Object AssumptionReferential Language StyleMutual-exclusivity AssumptionReferenceExpressive Language StylePragmatic PrinciplesContext-bound Word Use Phonological MemoryPrinciple of ConventionalityReferential Words Speech Segmentation Principle of ContrastNominalsIndeterminancy of Word Meaning Syntactic Bootstrapping HypothesisNatural Partitions HypothesisMapping ProblemWord ExtensionRelational Relativity HypothesisFast Mapping Taxonomic AssumptionsLexical PrinciplesUnderextensionsSemantic OrganizationLexical OrganizationsLexical ConstraintsOverextensions

Format: 12 pt font Arial. 1 page double-spaced. Last Name, First Name followed by lab section Wed 2 pm in the top right header of every page. Page number in the bottom right of every page. Requirements The purpose of the research proposal assignment is to train students on getting funding for research, ensure they have reviewed all the experimental documents, and carefully thought about the experiment theyll perform for Lab Report 1. The proposal serves as a starting draft for the title, introduction, and methods section of lab report 1. It will NOT be as detailed as those same sections in the lab report. However, the proposal should mention the hypothesis & null, any predictions, what will be measured, why were measuring it, how we will measure it, sample size and how the data will be analyzed in general terms (this should not require mathematical formulas or calculations). Citations (using APA style) are optional (not graded) but highly encouraged, for example to justify any predictions. See the LAB REPORT 1 guidelines for more details and tips on writing these sections.